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Despite flourishing gender studies over the last decades, gender equality continues to reflect imbalance, with the dominance of gender binary thinking, lacking an emphasis on a more fluid approach where children themselves are active participants. The aim of this study was to explore young children's perceptions of gender roles and sexuality. The research applied a poststructural feminist theoretical framework as well as a research method inspired by the story completion method and the mosaic approach. The children's views were underpinned by heteronormativity, but they occasionally diverged from that framework to refer to non-heteronormative families and characters. We argue that our findings demonstrate the considerable impact of heteronormativity on gender relations in preschools and the need to take that influence into account when creating a gender-sensitive pedagogy. Valuing children's agency, supporting children's power by listening to their perspectives might be the way forward, towards finding balance to promote gender equality in preschools. [ABSTRACT FROM AUTHOR]

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